Cambridge IGCSE and O Level Global Perspectives

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COURSEBOOK

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Global Perspectives Global Perspectives

• ‘Before you start’ feature helps you draw on your existing knowledge of key topics to prepare for each lesson • ‘Reflection questions’ encourage you to delve deeper into different topics and share your reasoning in order to develop your thinking • Engaging and topical extracts, articles and examples on a global scale help you relate to each topic • Key vocabulary, top tips and command word definitions provide support throughout each unit • Answers are available to teachers via Cambridge GO

Cambridge IGCSE™ and O Level

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This coursebook will support you through the Cambridge IGCSE™ & O Level Global Perspectives syllabus. For more information on how to access and use your digital resource, please see inside front cover.

COURSEBOOK

Keely Laycock, Frances Nehme-Pearson & Fleur McLennan

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Become more aware of global issues, such as climate change and identity, and learn to value and understand other peoples’ perspectives in a local, national and global context. Enquiry-led activities help you develop and refine key 21st century skills, such as communication and analysis, to support you across your studies and beyond the classroom.

Cambridge IGCSE™ and O Level

Global Perspectives

Second edition

Digital Access

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This material is not final and is subject to further changes prior to publication. Third party content is subject to permissions.

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Original material © Cambridge University Press & Assessment 2022.

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We are working with Cambridge Assessment International Education towards endorsement of this resource.

Chapter 2

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Active Learning: Starting to work independently and with others LEARNING INTENTIONS

By the end of this chapter you should be able to: •

understand how your brain works when remembering information

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use specific techniques to help you remember what you have done, seen and heard

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develop strategies to stay focused on tasks

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use specific techniques to manage information

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understand why reflection is important for learning

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share some ideas with your colleagues and listen carefully to others’ ideas

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work with others to carry out a small piece of teamwork.

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Introduction

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In this chapter, you will start by learning about how your brain works. This will help you to explore a number of different ways in which you can improve your memory in general, as well as the best method to stay focused on your work. Because of the way in which the brain works by making and storing connections, one of the best ways to support your memory is by taking notes. This chapter explores a range of techniques for note-taking as well as different types of notes.

After that, it links note-taking to reflection. Finally, you will consider how you can learn effectively from other people, and the different ways in which this happens as you work as a team.

This chapter uses examples from the topics of Migration and urbanisation, Climate change, Energy and resources, Environment, pollution and conservation, and Globalisation in order to explore and develop skills of active learning.

BEFORE YOU START

Before you start work on this chapter, take a few minutes to think about the things you do independently now and how you learnt to do them. How do you remember important things? Write down your ideas.

2.1 Memory skills

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In this section, we will learn about how the memory works and how we can improve our memory by using organisational tools and metacognition strategies. We need to use memory effectively in order to store information and skills. Scientists are now beginning to recognise that anyone can learn at any time in their life. To allow you to do that, you may need to change the way you do things so that you can remember better.

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REFLECTION

Think about how you have learnt to do things in your everyday life.

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Do you have a good memory?

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Do you remember some types of information easily but find others more difficult to remember?

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What sorts of things do you find easy to remember?

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How do you remember specific information, for example tests and exams, or directions to a specific place?

Discuss your thoughts with a partner.

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2 Active Learning: Starting to work independently and with others

How our brain works Our brain helps us to take in important information and remember it for future use.

The brain works as a filter, keeping important information and experiences for us to access later. It filters out things that are not so important. This often happens without us noticing.

The brain filters what we hear so we can concentrate on what is important. This means that we can listen to one person when there are other people talking. But we can be distracted by a sudden loud noise. The brain also filters what we see so that we notice the things that are important for our survival.

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If we want to remember information and experiences, we have to make sure the brain keeps them stored for us. To help us do this, we can use a range of strategies and techniques to ensure that the information we need can be accessed easily when we need it.

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The more we learn, the better we get at learning. It is a bit like exercise; the more we do, the fitter we get. Changing the way you do things, including how you learn, is what this section on memory is about.

Figure 2.1: The wonderful human brain

Making connections

All our knowledge is connected together like a spider’s web. Learning new concepts and ideas happens easily when we already know something about the subject. We can then make connections to what we already know. Alternatively we find learning hard when we have fewer connections to the subject we are trying to learn. Making connections also

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helps us to remember information. We know that when we practise something, we improve and remember things better. In physical activities, we build up skills that help us to be better at future physical activities. Sometimes we need to connect what we are doing to things we have done before and use our knowledge or skills to help us to do new things. The same is true of new ideas. When we learn something new, we need to make connections; we link ideas and information together, or we link to things we already know in a different way that increases our ability to make new connections. We need to associate new ideas and information with each other and with the ones we already have.

KEY TERM Associate ideas: link groups of ideas to each other

ACTIVITY 2.1

Exercise

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Look at the mind-map below. Copy out the diagram and add your own connections or associations.

Sleep

Good personal health

Plenty of fruit

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Diet

Figure 2.2: Making connections by using a mind-map

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Spidergrams

A spider diagram or spidergram is a simple plan with lines and circles used for making connections and for organising information into different topics. Spidergrams are useful because they make information easier to use or remember.

A spidergram is similar to a mind-map, except that a mind-map uses colour and pictures whereas a spidergram uses mainly words, although you can adapt it to suit your needs.

Both can help with making connections to things you already know as well as new ideas.

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Sub idea

Sub idea Idea

Sub idea

Idea

Central Topic

Figure 2.3: Example of a spidergram

Advantages • • • •

Sub idea

Idea

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Idea

Sub idea

All your notes are on one page, so you are less likely to write irrelevant information.

You can see the main points straightaway.

You can connect key points and ideas, which is good for structuring a report or essay.

You can clearly see where there are gaps where you need to do more research.

Making a spidergram

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A spidergram starts with a central idea and branches out. You should use a whole sheet of A4 paper and put the main idea in the centre. You can then draw branches pointing outwards. You should use one branch per point. By adding smaller branches, you can add detail and examples.

TIP

Explore the use of spidergrams by putting the word ‘spidergrams’ into your search engine.

ACTIVITY 2.2

Read this text, then do the activity below.

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Getting paid for working in a job is one of the best ways to get out of poverty. Good jobs play a vital role in giving people a sense of wellbeing and confidence. Having a job makes a person feel as if they are making a contribution to their family and their community.

However, unemployment is rising across the world, and is becoming a serious global issue. There have already been protests and riots in places like Brazil and Greece because people are not able to earn a living to feed themselves or their families. Another effect of unemployment is the increased population within towns and cities as people move from the countryside to where the work is.

Overpopulation leads to overcrowding and poor-quality housing in many large cities. Poorly heated or damp housing can cause serious health issues, resulting in illness such as pneumonia. Another serious consequence of overcrowding is rising crime, as poor living conditions can lead young people to turn to crime or drugs.

‘The more people are employed, the better the living standards and the healthier and happier the community,’ states Henry Gold from the World Bank.

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CONTINUED Produce a spidergram of the key points. You do not need to record everything in your diagram. You might find it easier to write some headings after reading the text once, for example: benefits of a job

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effects of unemployment

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consequences of rural unemployment

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consequences of overpopulated towns.

Mind-maps

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You saw an example of a simple mind-map in Activity 2.1. A mind-map is different from a timeline. It is not used for putting things in date order, but for organising information visually around a single idea or issue. Often it uses colours and pictures, as in Figure 2.4.

Water shortages

Consequences?

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Causes?

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Figure 2.4: Example of a mind-map

Advantages •

Mind-maps can use words and images and are often colourful.

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Mind-maps help you to record what you already know about a topic or issue, and allows you to connect prior learning to new learning.

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Mind-maps allow you to add words and images connected to the central idea or issue, or any branches off that central idea or issue.

Organising information

You will remember more if you are organised. Our brains like order and can make connections more quickly if the information it is given is organised. It is why planning is an essential skill for the Cambridge Global PerspectivesTM course. An example of organising would be that this text book is set out with chapters, sections and headings.

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2 Active Learning: Starting to work independently and with others

ACTIVITY 2.3 Look at the lists below. Who do you think might have written them?

Why did they write them and how will they use these lists?

1 kilo rice 2 kilo onions Garlic Tomatoes Oil Flour Chocolate

Homework Geog – revise chapter 6 – open book test Mon. Maths – worksheet finding the median, 1st 10.

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On my way home: Pick up Jack & Nabil from school Post parcel Drop Jack off at the swimming pool Collect books from Rekha before 5

Eng – Read passage page 27 and answer Q 1–4.

Write down your thoughts and share them with a partner.

Timelines

Timelines are a useful way of organising notes to make sense of when things happen.

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In this example, the timeline shows some of the significant events to do with plastic production and pollution from 1839 to 2021.

Figure 2.5: Timeline of plastic production and pollution

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Advantages •

A timeline gives you a visual image of a series of important events in date order.

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You can use a timeline to make notes about an issue and how it happened, for example, the spread of COVID-19 in 2020. Search for ‘COVID-19 pandemic timeline’ to see some examples.

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You can easily add events to a timeline, so they are useful for planning projects.

Flow charts

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A flow chart is a diagram that can be used to represent a process. The steps are shown in boxes and are connected with arrows.

Television doesn’t work

No Television plugged in?

Yes

Fuse blown?

Replace fuse

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No

Yes

Plug in television

Repair television

Figure 2.6: Example of a flow chart

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Advantages •

Flow charts help you to gain an idea of the steps you need to take to complete something, for example a research task or a project.

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You can easily add in information as you think of further steps in the process.

Using metacognition

As we have already seen from the organisation diagrams discussed above, the brain likes to make connections. The brain also acts as a filter system. It filters out information or experiences that are not important, which helps us to organise the information we need. When we repeat learning information or experiences, this tells the brain they are important and should be stored. In order to be more effective in our learning, we can consciously decide how we plan, monitor or evaluate our learning.

This is called metacognition. When we use metacognition, we are making important decisions about how we use this stored information to learn. Being aware of what strategies and tools are useful to the task helps you to learn more effectively, as you will be able to manage lots of information and evaluate what is important and what is not.

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KEY TERM Metacognition: thinking about learning more explicitly often by selecting a suitable strategy for planning, monitoring or evaluation of learning

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ACTIVITY 2.4 Think about things you can do, either well or badly, or subjects you know a lot about.

Create a table like the one below. In the left-hand Activity column, make a short list of these things. These can be everyday activities you do, sports, games you play, hobbies, skills you have learnt such as reading and writing, knowledge you have about hobbies, your interests or your studies.

Could I do it without practice?

How long I have spent doing it?

What did/would I do to improve my skill?

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Activity

Now look at your list of the things you do well: did you have to practise them before you got good at them? Did you know how to do them perfectly the first time? How much time have you spent doing them? What skills did you already have that helped you to learn to sing, play a musical instrument, play sports, hobbies or games? If you haven’t ever learnt to play an instrument, do you think it would take a long time to play well? Make notes in your table.

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With a partner, share your thoughts and experiences and then decide between you: Is it possible to learn something new without practising? Find some examples to support your answer to this question.

Memory techniques to help your learning

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Pictures and images help us to remember things for longer. This is because they often connect to something we already know and can compress complex ideas into something simpler that sticks in our minds. Try drawing little pictures or cartoons, or look online for pictures, to help you remember key ideas and issues.

Figure 2.7: You can draw a picture to help you remember

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Another idea is to simplify information into an acronym to help remember key features or ideas. For example, to remind yourself what to edit in your writing you might use the acronym ‘GAPS’: G A P S

grammar accurate punctuation paragraphs spelling

KEY TERM Acronym: an abbreviation formed from the initial letters of other words and pronounced as a word

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ACTIVITY 2.5 1

Search the internet to find an image to help you remember how the brain makes connections.

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Find an image that sums up an issue to do with the Global Perspectives topic of Migration and urbanisation. Consider these questions: What issues does the picture represent?

b

If you see this picture in the future, will you remember the issue(s)?

When looking at Figure 2.8, what issue(s) do you think of?

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a

Figure 2.8: City skyline

When looking at Figure 2.8, it is likely that you thought of burning fossil fuels and how the world’s use of resources, especially energy, causes climate change. You might also have considered the globalisation of humanity’s energy needs and the global impact they have. The impact of pollution on the environment through industrial activity is also something this picture might get you thinking about. All of these are relevant global issues to consider when studying Global Perspectives and are linked to Global Perspectives topics.

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Keeping focused When learning, it is important to focus on the task in hand. This gives your brain time to encode the information properly so that you can remember it. Multi-tasking can prevent you from doing this. Spending longer at your computer will not help you remember more. Even an adult can only concentrate for a maximum of fifteen to twenty minutes at any one time, so have a break when you need to. Getting up and doing something different for a couple of minutes will help you to refocus when you return to your work. Physical activity not only helps keep your body fit, it also helps keep your brain fit and aids memory.

REFLECTION

KEY TERM

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The pomodoro technique is a popular method for keeping focused on one task at a time; it helps you stay focused by prompting you to take breaks when you need to. It uses a timer to measure out intervals of work on one task (usually lasting about 20 minutes) with breaks of 5 minutes built in-between intervals. The breaks are designed to make it easier to return to single-minded attention on the task. This technique was invented by Francesco Cirillo in the late 1980s who used a kitchen timer in the shape of a tomato (‘pomodoro’ means tomato in Italian). Today, you can either use a mechanical or electronic timer, or there are many phone and computer apps available which provide a pomodoro timer.

Pomodoro technique: a method for timing work in set intervals with built-in breaks

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Think about the different methods we have looked in this section. Do you know any other methods that would have been helpful?? Which of these methods do you think will help you personally in future?

2.2 The skill of reflection

Reflection means thinking about something in depth. We can reflect on things we are going to do, to prepare or plan, or we can reflect on things after they have happened.

Reflection is a key part of metacognition.

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Reflection is helpful in learning because it helps us to remember and learn from our experiences or our studies. Sometimes we need to reflect on things to understand them better.

KEY TERM Reflection: thinking deeply about something

Reflection is one of the skills you will learn and practise in Cambridge Global PerspectivesTM.

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When responding to written questions, you will need to use your reflection skills and also be prepared to give your own view.

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When working on an individual report, you will reflect on your research findings and the different perspectives you have explored; you will give your own perspective on the issue you have researched, explaining how your perspective has been affected by your research.

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After you have completed a team project, you will reflect on your experiences, what you found out, and how the project went – the successes and struggles.

Throughout this book, you will be given opportunities to think about your own ideas and beliefs and learning.

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REFLECTION Think about reflection: In your daily life, when do you find yourself reflecting on what has happened in your life or things you have done? Why do you do this?

Is it because you want to re-live moments you enjoyed? Is it because something went wrong and you want to work out what that was?

Share your thoughts with your partner. Does your partner reflect on the same things? Do they reflect in the same way? Do you both spend time reflecting?

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Reflection for learning

Ask yourself the following question: Am I already a reflective learner?

If the answer is yes, then well done, but keep reading as you can always get better at reflection. If the answer is no, then don’t worry. This section gives you some activities and tips to help you on your way to becoming a more reflective learner.

Being able to reflect will improve your learning, so you need to find time to do it.

Reflecting on the learning you do in the classroom can help you identify areas that you could improve on. It can also help you to think of next steps and plan different ways of doing an activity or project. You might say that you are always thinking anyway, but it is not enough just to think; you have to communicate your thoughts to someone else.

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So, although reflection itself is an independent activity, you will improve your learning if you share your reflections, either in written or spoken form. The easiest option is to write down your reflections. You can keep a diary, keeping your thoughts private, or write a blog and share your thoughts with others.

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Thinking about the Reflection sections you’ve already completed, you’ll notice that you reflected on what you already knew, looking back to the past and making connections to your prior knowledge. In the mind-mapping activities, you were able to add your thoughts to the mind-mapping diagram, showing your knowledge, You can also reflect on things that you do and what you need to do to improve, using metacognition. So you can reflect looking back: thinking about what has happened or what you have done. Or you can reflect looking ahead: planning or thinking about what you want to do or are hoping to do.

DISCUSSION

With a partner, discuss how reflecting in this way helps you to learn and how it links to what you have learnt about memory skills.

When you use a strategy such as mind-mapping, timelines or flow charts, you have to select what you want to write down. You reflect to select. Then you need to use the information given carefully: read it and reflect on it, then decide what is important and can be used.

When you want to revise material for other subjects, these strategies will help you to think back to what you learnt, or advice your teacher gave you.

REFLECTION

Think about: What learning strategies help you to remember what you have learnt? Note down your thoughts.

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2.3 Sharing ideas and working as a team Think about sharing ideas: Why is it important to share our ideas when we work or play with other people? What happens if we do not share ideas?

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If we share ideas when we are with other people, they know what we are thinking and can take our feelings or ideas into consideration. If we don’t tell people what we think, they have no way of understanding us. It is easier to work with other people if we cooperate and work as a team. This includes sharing our own knowledge and ideas.

There may be more than one possible way of doing something; sharing different ideas helps us to come up with the best solution.

Sharing our own ideas and discussing them with others can make them clearer to us. Sometimes saying our ideas out loud helps us to see them clearly. Discussing and sharing our thoughts can help us to get them clear in our minds. Sometimes we only realise if our ideas are good or not when we tell someone else.

REFLECTION

What do you speak about to your family and friends? Why do you talk to them about these things?

When you share your ideas with others, what makes it easy or difficult to do this? How can you get your ideas clear before you share them?

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When you work in a team, you have to share ideas and information. You have to divide the workload so that everyone has a role and is included. You have to support others and work as a team successfully. This means understanding how others feel and thinking about everyone’s strengths and weaknesses so that you can complete your work in good time.

TIP

When working as a team to research a topic and/or issue, you all have to discuss and agree a topic and an issue to work on. You do some individual research.

Then you share your findings with the rest of the group. This helps you to decide on what you will do as a group. You have to divide the workload and find a way of making a difference as a group.

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ACTIVITY 2.6

Take time to think of a problem that you think needs to be solved at your school or in your local area. Get your ideas clear in your own mind – you may like to do some research or just note down your ideas as you will be sharing them in your group. Choose only one idea to share, but don’t forget your other thoughts in case you need to change your mind. Be ready to explain why you think this is a problem that needs to be solved.

Decide how you will share your ideas with your group and get ready to do so.

You could do this formally, such as by giving a presentation or sharing a handout or a leaflet, or informally by chatting together in your group.

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Listening attentively We often learn information and ideas by hearing them from teachers, parents and friends. Sometimes we might hear the expression ‘in one ear and out the other’.

That is used when someone says something, and we immediately forget it!

In this section, you are going to practise listening carefully in group activities.

Think about listening: Why are listening skills helpful in learning and in your life in general? What happens if you do not listen carefully to others?

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ACTIVITY 2.7 When you work in a team or in a group, it is good to have some ground-rules to make sure that everyone is included and feels comfortable.

Some people find it easy to talk in groups and others tend to be quieter.

But to work properly together, you have to make sure that everyone takes part in discussions and that everyone knows what is happening. In your group, discuss how you will make sure that when you work together in future, everyone is heard and that everyone listens to what the others have to say. Use some of the memory skills ideas or note-taking methods to make sure you remember who said what.

Share your ideas from Activity 2.6 with your group. Are there any similarities or differences between your ideas and others’? Discuss with your group.

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What would you have to do to agree on choosing one of these problems for a team project? Would you discuss it? How would you make sure that everyone was happy with the choice? Would you vote? If so, how would you do that?

Raise hands? Say yes or no? Write your answers on slips of paper?

Teamwork

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We have seen that Cambridge Global PerspectivesTM develops your independent learning skills. It also enables you to work with others. You can do this in class in pairs and in small groups and teams. Working in groups can be a helpful way of tackling large or complicated tasks where having more people helps to spread the workload. Problem-solving can sometimes be easier with more people to think about any issue and come up with solutions.

You will be able to use the skills of teamwork in other subject areas. They will also be useful for future learning and when you are employed. In fact, many employers look for the ability to be able to work in teams as one of their key requirements when they are interviewing people for work.

Being able to work as a team member is important in sport, at school and in the workplace. Those who cannot work in teams often find it difficult to find and keep work.

Think about something done as a team and why this works better done by a team than done by an individual.

You probably thought about a sport like football or rugby. The main reason why these are team sports is that each individual brings something to the team to enable the team as a whole to be successful in its aim – winning the game or match.

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2 Active Learning: Starting to work independently and with others

DISCUSSION

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Discuss with a partner why you think teamwork is important. Does your partner share your viewpoint?

Figure 2.9: Individuals contribute to team success in sports like rugby

When discussing why teamwork is important, you might have decided that teamwork teaches you to work together towards an aim or goal. Other people can often think of things you might have forgotten or missed. It is usually more interesting to work with others as they bring different perspectives and ideas to the task. You do not have to do everything on your own, so you can achieve more, faster. Collaboration (working with others) and communication are required for effective teamwork. You will develop these skills as you progress through the Cambridge Global PerspectivesTM course.

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SHOWCASING YOUR SKILLS Active learning

You will be working with a group on a short project to practise your teamwork skills.

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As a group, choose a problem or issue that you would like to work on together.

Your aim is to present your problem, ideas and information to the rest of the class. You might also include a solution to your problem or suggest an alternative.

You can choose to present it as a poster – this could be a flow chart or a mind-map or any other visual aid, or you could give a small presentation, for example as a role play. Your group should not take more than 5 minutes to present.

You will need to do the following: 1

Individually, create a spidergram of all the things you know about your problem or issue.

2

Compare with your group. What are the similarities? What are the differences? Discuss and decide as a group what you will select to present and why it should be included.

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CONTINUED Decide if you have enough information or need to do any extra research.

Keep the research simple. Do not collect too much extra information.

4

Organise your information as a group. Will it all fit into a 5 minute presentation, or will you need to make changes?

5

Divide the work up so that everyone is involved. If you are making a poster, you could all draw or write part of it.

6

Discuss and decide if one of you will do the presenting or will you organise yourselves as a group to present to the class?

7

Work together to get the poster or presentation ready.

8

Present your team project to the rest of the class.

9

Get some feedback from your class. Did they enjoy your presentation?

Could you have done anything differently?

Reflection on your showcase

PL E

3

Write a few lines describing what went well in your work together.

Do you feel you achieved your aim? (Did you do what you planned? Was the presentation successful?

What feedback did you get from the class?)

M

What was difficult? How will you overcome these for next time?

What have you learnt about working in a team?

How could you improve things for next time?

SA

Have you learnt something about your topic that you did not know before?

SUMMARY

In Chapter 2, you have been thinking about and practising Active Learning.

You have looked at some independent learning skills, including ways of improving how you learn, organising your thoughts, and reflection.

You have also thought about and practised working with others. You have shared your ideas and listened attentively to others. You used all these skills to practise working in teams.

16

Original material © Cambridge University Press & Assessment 2022.

This material is not final and is subject to further changes prior to publication. Third party content is subject to permissions.

We are working with Cambridge Assessment International Education towards endorsement of this resource.

2 Active Learning: Starting to work independently and with others

REVIEW AND REFLECTION What I have learnt about

What I would like to know/would like more practice

Memory skills Reflection

Listening attentively

SA

M

Working in a team

PL E

Sharing Ideas

17 Original material © Cambridge University Press & Assessment 2022.

This material is not final and is subject to further changes prior to publication. Third party content is subject to permissions.